THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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1 TO JUMP-START DEVELOPMENT
In the Millennium Declaration of September 2000, Member States of the United Nations made a most passionate commitment to address the crippling poverty and multiplying misery that grip many areas of the globe. “We will spare no effort,” they affirmed, “to free our fellow men, women and children from the abject and dehumanizing conditions of extreme poverty, to which more than a billion of them are currently subjected.” 1 Governments set a date of 2015 by which they would meet the Millennium Development Goals: eradicate extreme poverty and hunger, achieve universal primary education, promote gender equality and empower women, reduce child mortality, improve maternal health, combat HIV/AIDS, malaria and other diseases, ensure environmental sustainability, and develop a global partnership for development. While achieving each goal is critical to development, two are considered by leaders in the international community to be central to all others – universal education, and gender equality and empowering women. 2 © UNICEF/UN/Eskinder Debebe/2003 Universal education might seem a relatively straightforward goal but it has proven as difficult as any to achieve. Decades after commitments and reaffirmations of those commitments have been made to ensure a quality education for every child, some 121 million children are still denied this right. Despite thousands of successful projects in countries around the globe, gender parity in education – in access to school, successful achievement and completion – is as elusive as ever and girls continue to systematically lose out on the benefits that an education affords. As a result, the children whose lives would have been saved if their mothers had been educated continue to die. Those boys and girls who would have been healthier had THE STATE OF THE WORLD’S CHILDREN 2004 1
Page 1 and 2: THE STATE OF THE WORLD’S CHILDREN
Page 5 and 6: 4 THE MULTIPLIER EFFECT OF EDUCATIN
Page 7: FOREWORD Within a family, there are
Page 11 and 12: The most urgent goal of all More im
Page 13 and 14: global and country levels 6 (see Pa
Page 15 and 16: children out of school). At any mom
Page 17 and 18: Parents often do not realize that g
Page 19 and 20: that is needed to overcome the obst
Page 21 and 22: have acknowledged that education is
Page 25 and 26: Education is everybody’s human ri
Page 27 and 28: The multiplier effect. Education ha
Page 29 and 30: This view of growth as central to d
Page 31 and 32: ment that was born of it, recognize
Page 33 and 34: gling with the decision as to wheth
Page 35 and 36: le jeopardy: because of their gende
Page 39 and 40: What is the scale of the problem th
Page 41 and 42: mostly report on averages and thus
Page 43 and 44: learning achievement. In many cases
Page 45 and 46: that have achieved gender parity is
Page 47 and 48: FIGURE 9 CHILDREN’S OPINIONS ON G
Page 49 and 50: There are recent, tentatively hopef
Page 53 and 54: The benefits of educating girls are
Page 55 and 56: that such programmes establish the
Page 57 and 58: in Zambia fell by almost half among
Page 59 and 60:
HIV/AIDS prevention strategies. Som
Page 61 and 62:
Tree Initiative in several other co
Page 63 and 64:
if the extra income is channelled t
Page 65 and 66:
THE STATE OF THE WORLD’S CHILDREN
Page 67 and 68:
Making schools and education system
Page 69 and 70:
having boys look after family cattl
Page 71 and 72:
as boys achieved better results in
Page 73 and 74:
graduated have gained significant s
Page 75 and 76:
In Brazil, too, boys’ problems wi
Page 77 and 78:
Page 79 and 80:
Girls’ education is a dream inves
Page 81 and 82:
go to school was overwhelming. UNIC
Page 83 and 84:
the outcome would be better for all
Page 85 and 86:
BOX 6 BUDGETS AND HUMAN RIGHTS A hu
Page 87 and 88:
An unfinished piece of 20th century
Page 89:
Page 92 and 93:
While one cannot assume that all wo
Page 94 and 95:
Enabling young mothers to return to
Page 96 and 97:
community meeting, where women disc
Page 99 and 100:
ANNEX B THE HUMAN RIGHTS- BASED APP
Page 101 and 102:
In addition, it is essential that 1
Page 103 and 104:
27. Spogárd, René and Meril James
Page 105:
94. Zarchin, Jill, Tin Mar Aung and
Page 108 and 109:
General note on the data The data p
Page 110 and 111:
TABLE 1. BASIC INDICATORS Countries
Page 112 and 113:
TABLE 1. BASIC INDICATORS Under-5 m
Page 114 and 115:
TABLE 2. NUTRITION Countries and te
Page 116 and 117:
TABLE 2. NUTRITION % of infants wit
Page 118 and 119:
TABLE 3. HEALTH Countries and terri
Page 120 and 121:
TABLE 3. HEALTH % of population usi
Page 122 and 123:
TABLE 4. HIV/AIDS Countries and ter
Page 124 and 125:
TABLE 4. HIV/AIDS Adult prevalence
Page 126 and 127:
TABLE 5. EDUCATION Countries and te
Page 128 and 129:
TABLE 5. EDUCATION Countries and te
Page 130 and 131:
TABLE 6. DEMOGRAPHIC INDICATORS Cou
Page 132 and 133:
TABLE 6. DEMOGRAPHIC INDICATORS Pop
Page 134 and 135:
TABLE 7. ECONOMIC INDICATORS Countr
Page 136 and 137:
TABLE 7. ECONOMIC INDICATORS GNI pe
Page 138 and 139:
TABLE 8. WOMEN Countries and territ
Page 140 and 141:
TABLE 8. WOMEN Life expectancy: fem
Page 142 and 143:
TABLE 9. CHILD PROTECTION Child lab
Page 144 and 145:
Regional summaries Regional average
Page 146 and 147:
TABLE 10. THE RATE OF PROGRESS Coun
Page 148 and 149:
TABLE 10. THE RATE OF PROGRESS Unde
Page 150 and 151:
INDEX Afghanistan, 4, 73-75 Africa,
Page 152 and 153:
and budgets, 77 and economic develo
Page 154 and 155:
United Nations Development Assistan
Page 156:
UNICEF Offices UNICEF Headquarters
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THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

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